教育理论家 meaning in English
educationist
Examples
- There were heated arguments about bilingual education in america in 1980 ' s and 1990 ' s
到80年代双语教育已成为教育理论家乃至整个社会争论的热点。 - Modern education is not a natural thing as it in the life long before but becomes more artificial , so it needs much more effort than ever to construct better space and time structure to achieve the values which worth to pursue
教育时空是一个并不自然的时空，需要专门的构建。然而教育理论家在叙述教育理想时，要么取法自然，要么忽视具体的教育时空的展开，要么所设想的时空展开方式是现实条件难以达到。 - As a result , some students have learned english for several years , yet they still ca n ' t communicate with each other in english , not even to say to communicate with native english speakers . this kind of phenomenon cannot meet with the demand of the development of education in our country
“任务型”教学( tbl )是根据我国新形势下对英语的社会需求和英语学科在基础教育中的价值定位，汲取了国内外英语教育理论家的研究精髓的基础上提出来的。 - Viewed as a whole , the developing history of the western moral education research focuses on the grand theory before 1960 ' s . while researching on philosophy , ethics , pedagogy and other social education , the scholars touch upon the issues of moral education mainly employ theoretical analysis . the developing history of chinese moral education is the history of either grant theoretical study from the perspective of philosophical speculation or experience . the conclusions drawn from these studies are often abstract , and seldom can provide moral educational practices with detailed and microcosmic theories , or if any , they are only in the form of experience and ca n ' t be extended
到了二十世纪六十年代，由于社会问题的加剧，人们加强了对社会道德建设的关注，这对学校道德教育既是挑战又是机遇，道德理论研究从纯理论研究转向理论与实践相结合的道路，并以实践研究、实证研究为主， “模式”研究应运而生，一系列璀璨夺目的德育模式划过德育理论研究沉寂的天空，道德教育理论家们构建了许多引人注目、影响深远的德育模式，其中，代表“当代道德教育的概貌和研究深度”的德育模式有认知性道德发展模式、价值澄清模式、体谅模式、社会行动模式。